Tag: TawitfSMOOC

After two super intense days, Terese Thoni, Frank Schreier III, and I finished filming the studio parts of our Teaching Sustainability MOOC yesterday! Let me know if you would like to be notified when it launches!

Teaching involves a lot of emotional labor — handling of our own and others’ emotions — especially when dealing with controversial or emotionally difficult course content, but also just in general because teaching is all about dealing with other humans. Emotional labor is also unequally distributed, with women, younger teachers, and minorities carrying most of […]

There is a youtube channel that I have recently discovered that I love and just have to share after I found myself looking at the view in the featured image, talking on the phone with my friend about the channel: A former game designer, Marie-Jo Leroux, now gives advice on effective gamification of learning in […]

I have been thinking a lot about what platform to host our MOOC on and how that decision locks us into a lot of things, for example to certify completion of the course and with that requirements to use quizzes and peer-review, but also more generally the ways in which participants can interact, can navigate […]

Initially, we were very excited to have the opportunity to produce a MOOC to be run on one of the biggest course platforms in the world — to gain visibility and status through being hosted there, to be able to use a platform that handles participant accounts and automated certification through quizzes and rubric-based peer-assessment, […]

As I am thinking more and more about the details of our upcoming MOOC on “Teaching for Sustainability”, I am less and less convinced that I actually want to have automated certification at the end. So Emerson (2026) on ““It Honestly Made Me Want to Work Harder”: Student Evaluation of Using Ungrading in an Online Asynchronous […]

Since listening to Gerry’s defense of his PhD thesis the other day, I have been thinking about partnership a lot, and how we need to practice partnership also in order to practice democracy. And I vaguely remembered having seen an article where the typical “ladder” is wrapped into a circle, so that rather than being […]

I am still deep in my asynchronous online learning phase, and the paper by Yang et al. (2026), “Applying a Think-Pair-Share (TPS) Structure to Asynchronous Online Discussions (AODs): A Mixed Methods Study”, looked super interesting!

I did a lot of reading in preparation of our own MOOC, here are some summaries on how MOOCs work specifically when it comes to teaching sustainability.

I’ve dabbled in this when I was working with science communication, but now in the context of developing our MOOC, I am interested again in how we can utilize micro-opportunities for learning — commute times, waiting in a doctor’s office, even bathroom breaks. There are so many times when people are on their phones and […]

Several of the advantages of asynchronous learning really came through for me while watching a recording of the Centre for Online and Distance Education’s webinar on “the power of asynchronous learning” (watch on youtube). First — that I even had access to a recording of this seminar and had not just missed it because I […]

I just saw that Kjersti, Cathy’s and my article has been replaced as the latest publication on IJAD’s website, and that “What is good academic development practice? Introducing Australasian standards” by Harvey et al. (2026) has been published on the first of January this year! Which I of course have to read right away, because […]

A couple of years ago, I decided that I would only initiate new projects that, in one way or another, contribute to making the world a better place. That has lead to my focus on Teaching for Sustainability. My understanding of Teaching for Sustainability is very wide — it includes both my research interest around […]

In a nutshell: “hand movement can boost impact“! And especially if one uses “illustrator” gestures to make content easier to understand, one is perceived as more competent and thus more persuasive.

It all started out with me listening to one of my all-time favourite podcasts, Teaching in Higher Ed, to an episode on designing video with intention and authenticity. Actually, it started before, with me reading about “Relational Pedagogies” by Gravett (2022), but I could not find a way to start a blog post about the […]

I’m always scanning the horizon on teaching for sustainability courses online to make sure I a) keep myself up-to-date with the state of the art, and b) don’t re-invent the wheel with our upcoming MOOC. I had been waiting for this one to come online for a couple of weeks and when I checked today, […]

Yesterday I posted a first draft, today I have a much more finished version for my upcoming course…

In preparation for this fall’s online course on “Teaching for Sustainability“, I was looking into what kind of methods I want to model. And then — perfect timing — I started reading of Noah (2025)’s brilliant book on “Designing and Facilitating Workshops with Intentionality: A Guide to Crafting Engaging Professional Learning Experiences in Higher Education” […]

You might associate the name “Wenger” with Communities of Practice, as do I. So then it’s very interesting to read Wenger et al. (2011), where they distinguish between a community (of practice — a learning partnership in a specific domain with a shared identity and commitment to learning together) and a network (which is about […]

Soleymani et al. (2025) explore “Personal Experience and Value Creation in Postdigital Education” in a large-scale survey (1227 people responded to their survey) of MOOCs run at the TU Delft. They use a value-creation framework, which categorises value into five cycles: immediate, potential, applied, realised, and transformative, and investigate how participants perceived the MOOCs in […]

I recently wrote about the framework of Teaching about, with, in, through, for Sustainability (which I had found in a bluesky post by Kyle Bartlett and then adapted to my own context and purpose). I have since used it in a lot of conversations and found it extremely useful to address different aspects of what […]

This morning on the bus I was browsing bluesky, and came across a post by Kyle Bartlett, suggesting a framework for how to think about Education for Sustainable Development with, for, in, about, and through sustainable development (see below).